Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with

Alignment of the Colorado Academic Standards (Preschool) With Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten This document aligns the content areas, standards, grade level expectations, and evidence outcomes for preschool in the Colorado Academic Standards with the objectives, dimensions, and indicators of the Teaching Strategies GOLD assessment system. The following objectives and dimensions of Teaching Strategies GOLD are not addressed in the Colorado Academic Standards (Preschool) 9b. Speaks clearly 10a. Engages in conversations 10b. Uses social rules of language 18c. Retells stories 28. Uses tools and other technology to perform tasks This alignment does not include the Colorado World Languages standards. References Colorado Department of Education. (2009). Colorado academic standards: Comprehensive health & physical education. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/health_pe_standards_adopted_12.10.09.pdf Colorado Department of Education. (2009). Colorado academic standards: Dance. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/dance_standards_adopted_12.10.09.pdf Colorado Department of Education. (2009). Colorado academic standards: Drama & theatre arts. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/drama_&_theatre_arts_adopted_12.10.09.pdf Colorado Department of Education. (2010). Colorado academic standards: Mathematics. Denver, CO: Author. Retrieved February 02, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/revised%20mathematics%20standards%2011.29.10.pdf Colorado Department of Education. (2009). Colorado academic standards: Music. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/music_standards_adopted_12.10.09.pdf Colorado Department of Education. (2009). Colorado academic standards: Reading, writing, and communicating. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/revised_rwc_standards_11.29.2010.pdf Colorado Department of Education. (2009). Colorado academic standards: Science. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/science_standards_adopted_12.10.09.pdf Colorado Department of Education. (2009). Colorado academic standards: Social studies. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/social_studies_adopted_12.10.09.pdf Colorado Department of Education. (2009). Colorado academic standards: Visual arts. Denver, CO: Author. Retrieved February 10, 2011, from http://www.cde.state.co.us/cdeassess/uas/adoptedacademicstandards/visual_arts_standards_adopted_12.10.09.pdf Heroman, C., Burts, D. C., Berke, K., & Bickart, T. S. (2010). Teaching Strategies GOLD objectives for development & learning: Birth through kindergarten. Washington, DC: Teaching Strategies, Inc. Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 1

Colorado Academic Standards (Preschool) Teaching Strategies GOLD Objectives, Dimensions, and Indicators Content Area: Dance Standard: 1. Movement, Technique, and Performance 1. Demonstrate simple phrases of movement in time and space a. Practice how to move with action movements to action words (movement 35. Explores dance and movement concepts vocabulary) using simple non locomotor body actions such as bend, stretch, twist, turn, shake, and stretch, and simple locomotor body actions such as travel, jump, run, hop, and roll b. Explore movement in personal and general space using shape, size, level, 35. Explores dance and movement concepts direction, stillness, and transference of weight (stepping) c. Explore how to move using qualities of movement 35. Explores dance and movement concepts d. Perform simple phrases of movement to experience movements in 35. Explores dance and movement concepts sequence, rhythm, and relationships Standard: 2. Create, Compose and Choreograph 1. Translate simple ideas and stories into movement a. Explore with movement that expresses different feelings in personal and 35. Explores dance and movement concepts general space b. Experience different shapes, sizes, levels, and directions to make simple 23. Demonstrates knowledge of patterns patterns of movements in space and time 4. Copies simple repeating patterns c. Select some movements out of many, and create a simple movement 35. Explores dance and movement concepts phrase to encourage self expression d. Use sensory stimuli and real life situations as an impetus for moving and 35. Explores dance and movement concepts creating original work Standard: 3. Historical and Cultural Context 1. Recognize dances from around the world a. View dances from around the world, and explore the country of origin 32. Demonstrates simple geographic knowledge 35. Explores dance and movement concepts b. Explore dance as a way for people to express themselves 35. Explores dance and movement concepts c. Demonstrate how people in different cultures move in similar and 30. Shows basic understanding of people and how they live different ways 35. Explores dance and movement concepts d. Explore occasions for dance across different cultures 30. Shows basic understanding of people and how they live 35. Explores dance and movement concepts Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 2

Colorado Academic Standards (Preschool) Teaching Strategies GOLD Objectives, Dimensions, and Indicators e. Explore shapes, levels, and patterns in a dance, and describe the actions 35. Explores dance and movement concepts Standard: 4. Reflect, Connect, and Respond 1. Observe and identify different dance genres a. Experience the joy of seeing and responding to dance 35. Explores dance and movement concept b. Demonstrate movement to express emotion 35. Explores dance and movement concepts c. Describe what is seen and felt in a movement by speaking or drawing a 35. Explores dance and movement concepts picture 2. Attentively observe a dance performance a. View a performance with attention 35. Explores dance and movement concepts b. Clap to show joy and appreciation of a dance 35. Explores dance and movement concepts c. Draw on paper the movement seen in the space of a particular dance work 35. Explores dance and movement concepts Content Area: Drama and Theatre Arts Standard: 1. Create Concepts and Skills Students master: 1. Demonstrate emotions and feelings in dramatic play a. Identify how people show emotions and feelings 36. Explores drama through actions and language b. Use facial expressions and movement to demonstrate emotions and 36. Explores drama through actions and language feelings Standard: 2. Perform 1. Use dramatic play to imitate characters a. Use body and movement to depict various pretend characters 36. Explores drama through actions and language b. Use body and voice to depict various everyday characters 36. Explores drama through actions and language c. Initiate sustained dramatic play 14. Uses symbols and images to represent something not present 14b. Engages in sociodramatic play 6. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 3

Standard: 3. Critically Respond 1. Respond to stories and plays a. Provide an initial response when exposed to a new performance, puppet show, or dramatization b. Demonstrate an eagerness and interest in performances or dramatizations through asking questions 36. Explores drama through actions and language 11. Demonstrates positive approaches to learning 11d. Shows curiosity and motivation 6. Shows eagerness to learn about a variety of topics and ideas 4. Demonstrates traveling skills 6. Moves purposefully from place to place with control 4. Demonstrates traveling skills 6. Moves purposefully from place to place with control 4. Demonstrates traveling skills 6. Moves purposefully from place to place with control Content Area: Comprehensive Health and Physical Education Physical Education Standard: 1. Movement Competence and Understanding in Physical Education 1. Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space a. Move safely in a large group without bumping into others or falling while using locomotor skills b. Travel forward and sideways while changing directions quickly in response to a signal c. Jump over a stationary rope several times in succession using forwardand back and side to side movement patterns d. Move with even and uneven rhythms 4. Demonstrates traveling skills 6. Moves purposefully from place to place with control e. Perform movements to the rhythm of music 35. Explores dance and movement concepts Concepts and skills student master: 2. Demonstrate balance a. Explore balancing on different body parts at different levels, becoming like a statue while making symmetrical and nonsymmetrical shapes 5. Demonstrates balancing skills 6. Sustains balance during simple movement experiences Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 4

b. Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object 5. Demonstrates balancing skills 6. Sustains balance during simple movement experiences 6. Demonstrates gross motor manipulative skills 8. Manipulates balls or similar objects with a full range of motion 21. Explores and describes spatial relationships and shapes 21a. Understands spatial relationships 6. Uses and responds appropriately to positional words indicating location, direction, and distance Standard: 2. Physical and Personal Wellness in Physical Education 1. Recognize the positive feelings experienced during and after physical activity a. Participate in activities that increase the heart 29. Demonstrates knowledge about self b. Participate in activities that require stretching the muscles 29. Demonstrates knowledge about self c. Begin to understand how daily activity and healthy behavior promote overall personal health and safety Standard: 3. Emotional and Social Wellness in Physical Education 1. Regulates own emotions and behaviors 1c. Takes care of own needs appropriately 6. Demonstrates confidence in meeting own needs THERE ARE NO EXPECTATIONS AT THIS GRADE LEVEL IN THIS STANDARD Standard: 4. Prevention and Risk Management in Physical Education 1. Apply safe practices, rules, and procedures a. Demonstrate safety awareness when purposefully using materials 1. Regulates own emotions and behaviors 1b. Follows limits and expectations 6. Manages classroom rules, routines, and transitions with occasional reminders b. Participate in activity without colliding into other students 4. Demonstrates traveling skills 6. Moves purposefully from place to place with control Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 5

c. Identify proper footwear for physical education 29. Demonstrates knowledge about self Comprehensive Health Standard: 2. Physical and Personal Wellness in Health 1. Develop self management skills and personal hygiene skills to promote healthy habits a. Develop an awareness of healthy habits such as using clean tissues, washing hands, handling food hygenically, brushing teeth, and dressing appropriately for the weather 1. Regulates own emotions and behaviors 1c. Takes care of own needs appropriately 5. emerging to 6. Demonstrates confidence in meeting own needs Standard: 3. Emotional and Social Wellness in Health THERE ARE NO EXPECTATIONS AT THIS GRADE LEVEL IN THIS STANDARD. Standard: 4. Prevention and Risk Management in Health 1. Identify ways to be safe while at play a. State how to be a safe pedestrian 29. Demonstrates knowledge about self 30. Shows basic understanding of people and how they live b. Identify ways to reduce injuries on the playground 3. Participates cooperatively and constructively in group situations 3b. Solves social problems 6. Suggests solutions to social problems Content Area: Mathematics Standard: 1. Number Sense, Properties, and Operations 1. Quantities can be represented and counted a. Count and represent objects including coins to 10 (Personal Finance Literacy) (PFL) 20. Uses number concepts and operations 20a. Counts 6. Verbally counts to 20; counts 10 20 objects accurately; knows the last number states how many in all; tells what number (1 10) comes next in order by counting 20b. Quantifies 6. Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many b. Match a quantity with a numeral 20. Uses number concepts and operations 20c. Connects numerals with their quantities 6. Identifies numerals to 10 by name and connects each to counted objects Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 6

Standard: 2. Patterns, Functions, and Algebraic Structures : Expectations for this standard are integrated into the other standards at preschool through third grade. Standard: 3. Data Analysis, Statistics, and Probability Expectations for this standard are integrated into the other standards at preschool through kindergarten. Standard: 4. Shape, Dimension, and Geometric Relationships 1. Shapes can be observed in the world and described in relation to one another a. Match, sort, group and name basic shapes found in the natural environment 21. Explores and describes spatial relationships and shapes 21b. Understands shapes 6. Describes basic two and three dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation b. Sort similar groups of objects into simple categories based on attributes 13. Uses classification skills 6. Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason c. Use words to describe attributes of objects 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers d. Follow directions to arrange, order, or position objects 21. Explores and describes spatial relationships and shapes 21a. Understands spatial relationships 6. Uses and responds appropriately to positional words indicating location, direction, and distance 2. Measurement is used to compare objects a. Describe the order of common events 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 7

b. Group objects according to their size using standard and non standard forms (height, weight, length, or color brightness) of measurement 22. Compares and measures 6. Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools c. Sort coins by physical attributes such as color or size (PFL) 13. Uses classification skills 6. Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason Content Area: Music Standard: 1. Expression of Music 1. Perform expressively a. Use voices expressively when speaking, chanting, and singing 34. Explores musical concepts and expression b. Sing a variety of simple songs and singing games 34. Explores musical concepts and expression c. Demonstrate fundamental performance skills such as correct posture and behavior 2. Respond to rhythmic patterns and elements of music using expressive movement a. Move to music of various tempos, meters, dynamics, modes, genres, and styles 34. Explores musical concepts and expression 34. Explores musical concepts and expression b. Move or use body percussion to demonstrate awareness of beat and 35. Explores dance and movement concepts tempo c. Match movement to rhythmic patterns 23. Demonstrates knowledge of patterns 6. Extends and creates simple repeating patterns Standard: 2. Creation of Music Concepts and skills student master: 1. Improvise movement and sound responses to music a. Improvise sound effects to accompany play activities 34. Explores musical concepts and expression b. Use improvised movement to demonstrate musical awareness 34. Explores musical concepts and expression Standard: 3. Theory of Music 1. Describe and respond to musical elements a. Use an individual vocabulary to describe music 34. Explores musical concepts and expression b. Use body movement to respond to dynamics and tempo 34. Explores musical concepts and expression Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 8

2. Recognition of a wide variety of sounds and sound sources a. Use personal vocabulary to describe sources of sound 34. Explores musical concepts and expression b. Use invented symbols to represent musical sounds and ideas 34. Explores musical concepts and expression Standard: 4. Aesthetic Valuation of Music 1. Demonstrate respect for music contributions a. Describe appropriate listening during a musical selection, live or recorded 34. Explores musical concepts and expression 2. Express feeling responses to music a. Create movements in response to music 35. Explores dance and movement concepts b. Participate freely in music activities 34. Explores musical concepts and expression c. Talk about expressing feeling in music 34. Explores musical concepts and expression 3. Recognition of music in daily life a. Use examples such as music from cartoons, computer games, community, 34. Explores musical concepts and expression and home events b. Use a personal vocabulary to describe music from diverse cultures 34. Explores musical concepts and expression Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening 1. Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities a. Identify and sort common objects, events, pictures, words, colors, shapes, and textures into various classifications 13. Uses classification skills 4. Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 9

b. Begin to identify and use special concepts (first/last, over/under, etc.) 21. Explores and describes spatial relationships and shapes 21a. Understands spatial relationships 6. Uses and responds appropriately to positional words indicating location, direction, and distance c. Demonstrate use of vocabulary in oral language to express ideas and events d. Begin to understand that everyday words such as "cold" relate to extended vocabulary words such as "chilly" 2. Listening and comprehension skills are required to be clearly understood a. Use language to express ideas in complete sentences (with support of sentence stems as needed) 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers 9. Uses language to express thoughts and needs 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items 9d. Tells about another time or place 6. Tells stories about other times and places that have a logical order and that include major 9. Uses language to express thoughts and needs 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items 9. Uses language to express thoughts and needs 9c. Uses conventional grammar 6. Uses complete, four to six word sentences b. Recite songs, poems, and stories with repeated rhyme 15. Demonstrates phonological awareness 15a. Notices and discriminates rhyme 4. Fills in the missing rhyming word; generates rhyming words spontaneously c. Listen with comprehension, and follow two step directions 8. Listens to and understands increasingly complex language 8a. Comprehends language 6. Responds appropriately to specific vocabulary and simple statements, questions, and stories 8b. Follows directions 6. Follows directions of two or more steps that relate to familiar objects and experiences d. Remember spoken information for a short period of time 12. Remembers and connects experiences 12a. Recognizes and recalls 6. Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 10

3. Early knowledge of phonemic awareness is the building block of understanding language a. Recognize patterns of sounds in songs, storytelling, and poetry 15. Demonstrates phonological awareness 15a. Notices and discriminates rhyme 4. Fills in the missing rhyming word; generates rhyming words spontaneously 15b. Notices and discriminates alliteration 4. Shows awareness that some words begin the same way b. Understand that words are made up of one or more syllables 15. Demonstrates phonological awareness 15c. Notices and discriminates smaller and smaller units of sound 4. Hears and shows awareness of separate syllables in words c. Recognize rhyming words and alliterations 15. Demonstrates phonological awareness 15a. Notices and discriminates rhyme 6. Decides whether two words rhyme 15b. Notices and discriminates alliteration 4. Shows awareness that some words begin the same way d. Demonstrate understanding of initial sounds in words (such as mop begins with the /m/ sound) Standard: 2. Reading for All Purposes 1. Print conveys meaning a. Hold books in upright position, turn pages sequentially, recognize correct orientation (top to bottom, left to right) 16. Demonstrates knowledge of the alphabet 16b. Uses letter sound knowledge 2. Identifies the sounds of a few letters 17. Demonstrates knowledge of print and its uses 17a. Uses and appreciates books 4. Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers b. Recognize print in the environment 17. Demonstrates knowledge of print and its uses 17b. Uses print concepts c. Recognize that printed material conveys meaning and connects to the reader s world 2. Shows understanding that text is meaningful and can be read 17. Demonstrates knowledge of print and its uses 17b. Uses print concepts 2. Shows understanding that text is meaningful and can be read d. Use and interpret illustrations to gain meaning 18. Comprehends and responds to books and other texts 18b. Uses emergent reading skills 4. Pretends to read, using some of the language from the text; describes the action across pages, using pictures to order the events; may need prompts from adult Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 11

e. Make predictions based on illustrations or portions of story or text 18. Comprehends and responds to books and other texts 18a. Interacts during read alouds and book conversations 6. Identifies story related problems, events, and resolutions during conversations with an adult f. Generate a picture or written response to a read aloud that identifies the who or what of the story or text 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas 2. Symbol, object, and letter recognition is a fundamental of reading and requires accuracy, and speed a. Recognize own name in print 17. Demonstrates knowledge of print and its uses 17b. Uses print concepts 6. Shows awareness of various features of print: letters, words, spaces, upper and lowercase letters, some punctuation b. Recognize the names of a minimum of 10 letters of the alphabet, specifically letters in own name c. Begin to name familiar objects, colors, letters, and numbers rapidly and in random order Standard: 3. Writing and Composition 1. Pictures express ideas a. Draw pictures to generate, represent, and express ideas or share information 16. Demonstrates knowledge of the alphabet 16a. Identifies and names letters 4. Recognizes as many as 10 letters, especially those in own name 9. Uses language to express thoughts and needs 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas b. Orally describe or tell about a picture 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas c. Use shapes, letter like symbols, and letters to represent words or ideas 19. Demonstrates emergent writing skills 19b. Writes to convey meaning 3. Mock letters or letter like forms Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 12

d. Dictate ideas to an adult 9. Uses language to express thoughts and needs 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items 2. Letters are formed with accuracy Evidence outcomes a. Begin to develop proper pencil grip when drawing or writing 7. Demonstrates fine motor strength and coordination 7a. Uses fingers and hands 6. Uses refined wrist and finger movements 7b. Uses writing and drawing tools 6. Holds drawing and writing tools by using a three point finger grip but may hold the instrument too close to one end b. Write and recognize letters in own name 19. Demonstrates emergent writing skills 19a. Writes name 6. Accurate name Standard: 4. Research and Reasoning 1. Relevant information is different from non relevant information a. Understand the difference between a question and a statement 9. Uses language to express thoughts and needs 9c. Uses conventional grammar 6. Uses complete, four to six word sentences b. Begin to identify key features of reality versus fantasy in stories, pictures, 14. Uses symbols and images to represent something not present and events 14b. Engages in sociodramatic play 6. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes c. Identify information that is relevant 12. Remembers and connects experiences 12b. Makes connections 6. Draws on everyday experiences and applies this knowledge to a similar situation 2. Problems can be identified and possible solutions can be created a. Generate questions and investigate answers about topics of interest 11. Demonstrates positive approaches to learning 11a. Attends and engages 6. Sustains work on age appropriate, interesting tasks; can ignore most distractions and interruptions 11d. Shows curiosity and motivation 6. Shows eagerness to learn about a variety of topics and ideas Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 13

b. Gather relevant information and apply it to their problem solving process or current event 11. Demonstrates positive approaches to learning 11c. Solves problems 6. Solves problems without having to try every possibility c. Seek and generate alternative approaches to solving problems 11. Demonstrates positive approaches to learning 11e. Shows flexibility and inventiveness in thinking 6. Changes plans if a better idea is thought of or proposed Content Area: Science Standard: 1. Physical Science 1. Objects have properties and characteristics a. Use senses to gather information about objects 24. Uses scientific inquiry skills b. Make simple observations, predictions, explanations, and generalizations based on real life experiences c. Collect, describe, and record information through discussion, drawings, and charts 2. There are cause and effect relationships in everyday experiences a. Recognize and investigate cause and effect relationships in everyday experiences pushing, pulling, kicking, rolling, or blowing objects Standard: 2. Life Science 1. Living things have characteristics and basic needs 12. Remembers and connects experiences 12b. Makes connections 6. Draws on everyday experiences and applies this knowledge to a similar situation 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas 26. Demonstrates knowledge of the physical properties of objects and materials a. Use senses to gather information about living things 25. Demonstrates knowledge of the characteristics of living things b. Observe and explore the natural processes of growing, changing, and 25. Demonstrates knowledge of the characteristics of living things adapting to the environment c. Ask and pursue questions through simple investigations and observations 11. Demonstrates positive approaches to learning of living things 11b. Persists d. Collect, describe, and record information about living things through discussion, drawings, and charts 6. Plans and pursues a variety of appropriately challenging tasks 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 14

2. Living things develop in predictable patterns a. Identify the common needs such as food, air, and water of familiar living things b. Predict, explain, and infer patterns based on observations and representations of living things, their needs, and life cycles c. Make and record by drawing, acting out, or describing observations of living things and how they change over time 25. Demonstrates knowledge of the characteristics of living things 23. Demonstrates knowledge of patterns 6. Extends and creates simple repeating patterns 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Standard: 3. Earth Systems Science 1. Earth s materials have properties and characteristics that affect how we use those materials a. Use senses to gather information about Earth s materials 27. Demonstrates knowledge of Earth s environment b. Make simple observations, explanations, and generalizations about Earth s materials based on real life experiences c. Describe how various materials might be used based on characteristics or properties 2. Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns a. Identify, predict, and extend patterns based on observations and representations of objects in the sky, daily weather, and seasonal changes 12. Remembers and connects experiences 12b. Makes connections 6. Draws on everyday experiences and applies this knowledge to a similar 26. Demonstrates knowledge of the physical properties of objects and materials 27. Demonstrates knowledge of Earth s environment 23. Demonstrates knowledge of patterns 6. Extends and creates simple repeating patterns b. Observe and describe patterns observed over the course of a number of days and nights, possibly including differences in the activities or appearance of plants and animals 27. Demonstrates knowledge of Earth s environment 23. Demonstrates knowledge of patterns 6. Extends and creates simple repeating patterns 27. Demonstrates knowledge of Earth s environment Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 15

Content Area: Social Studies Standard: 1. History 1. Change and sequence over time a. Use words and phrases correctly related to chronology and time. Words to 31. Explores change related to familiar people or places include but not limited to past, present, future, before, now, and later. b. Select examples from pictures that illustrate past, present, and future 12. Remembers and connects experiences 12a. Recognizes and recalls 6. Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view 31. Explores change related to familiar people or places c. Sequence a simple set of activities or events 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers d. Identify an example of change over time on topics to include but not limited to their own growth Standard: 2. Geography 1. Develop spatial understanding, perspectives, and connections to the world a. Use positional phrasing. Phrases to include but not limited to: over and under, here and there, inside and outside, up and down 29. Demonstrates knowledge about self 31. Explores change related to familiar people or places 21. Explores and describes spatial relationships and shapes 21a. Understands spatial relationships 6. Uses and responds appropriately to positional words indicating location, direction, and distance 32. Demonstrates simple geographic knowledge b. Identify common places to include but not limited to home, school, cafeteria, and gymnasium c. Describe surroundings 32. Demonstrates simple geographic knowledge d. Use pictures to locate familiar places 32. Demonstrates simple geographic knowledge e. Use nonlinguistic representations to show understanding of geographic terms 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 16

Standard: 3. Economics 1. People work to meet wants and needs a. Explain that people work (produce) for an income 30. Shows basic understanding of people and how they live b. Discuss that money is used to buy items that the student or family wants 30. Shows basic understanding of people and how they live c. Give examples to distinguish spending from saving 30. Shows basic understanding of people and how they live Concepts and skills student master: 2. Recognize money and identify its purpose (PFL) a. Recognize coins and currency as money 30. Shows basic understanding of people and how they live b. Identify how money is used as a medium of exchange 30. Shows basic understanding of people and how they live c. Discuss why we need money 30. Shows basic understanding of people and how they live Standard: 4. Civics 1. Individuals have unique talents and work with others in groups a. Recognize membership in family, neighborhood, school, team, and various 29. Demonstrates knowledge about self other groups and organizations b. Name groups to which they belong and identify the leader(s) 29. Demonstrates knowledge about self c. Identify examples of times when people can play different roles and bring 30. Shows basic understanding of people and how they live unique talents to a variety of groups 2. Rules and their purpose in allowing groups to work effectively a. Explain that groups have rules 1. Regulates own emotions and behaviors 1b. Follows limits and expectations 6. Manages classroom rules, routines, and transitions with occasional reminders b. Recognize interpersonal boundaries 3. Participates cooperatively and constructively in group situations 3a. Balances needs and rights of self and others 4. Takes turns c. Exert self control 1. Regulates own emotions and behaviors 1a. Manages feelings 6. Is able to look at a situation differently or delay gratification Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 17

d. Interact positively with others 2. Establishes and sustains positive relationships 2a. Forms relationships with adults 8. Engages with trusted adults as resources and to share mutual interests 2c. Interacts with peers 6. Initiates, joins in, and sustains positive interactions with a small group of two to three children 2d. Makes friends 6. Establishes a special friendship with one other child, but the friendship might only last a short while 3. Participates cooperatively and constructively in group situations 3b. Solves social problems 6. Suggests solutions to social problems e. Give examples of some rules that are permanent and some that change 1. Regulates own emotions and behaviors 1b. Follows limits and expectations 6. Manages classroom rules, routines, and transitions with occasional reminders Content Area: Visual Arts Standard: 1. Observe and Learn to Comprehend 1. Artists and viewers identify art in daily life a. Identify individual preferences in images when presented with visual 33. Explores the visual arts examples such as picture books, cartoons, computer games, community, and home events b. Use age appropriate vocabulary to describe works of art 9. Uses language to express thoughts and needs 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items c. Recognize basic characteristics and expressive features of art and design in 33. Explores the visual arts relation to daily life Standard: 2. Envision and Critique to Reflect 1. Works of art can represent people, places, and things a. Explain that works of art communicate ideas 33. Explores the visual arts b. Tell a story about a work of art 33. Explores the visual arts Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 18

Standard: 3. Invent and Discover to Create 1. Create works of art based on personal relevance a. Use trial and error to create works of art that arrive at a desired outcome 11. Demonstrates positive approaches to learning 11b. Persists 6. Plans and pursues a variety of appropriately challenging tasks b. Use art materials safely and with respect in any environment 1. Regulates own emotions and behaviors 1b. Follows limits and expectations 6. Manages classroom rules, routines, and transitions with occasional reminders c. Create visual narratives from familiar stories and subject matter 14. Uses symbols and images to represent something not present 14a. Thinks symbolically 6. Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas Standard: 4. Relate and Connect to Transfer 1. Artists have an important role in communities a. Explain what an artist does and who an artist can be 30. Shows basic understanding of people and how they live b. Identify some of the activities in which artists participate 33. Explores the visual arts 30. Shows basic understanding of people and how they live c. Name some of the arts materials available to artists 33. Explores the visual arts English Language Proficiency 1. ELLs communicate for Social and Instructional purposes within the school 37. Demonstrates progress in listening to and understanding English setting 38. Demonstrates progress in speaking English 2. ELLs communicate information, ideas, and concepts necessary for 37. Demonstrates progress in listening to and understanding English academic success in the content area of Language Arts. 38. Demonstrates progress in speaking English 3. ELLs communicate information, ideas, and concepts necessary for 37. Demonstrates progress in listening to and understanding English academic success in the content area of Mathematics. 38. Demonstrates progress in speaking English 4. ELLs communicate information, ideas, and concepts necessary for 37. Demonstrates progress in listening to and understanding English academic success in the content area of Science. 5. ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies 38. Demonstrates progress in speaking English 37. Demonstrates progress in listening to and understanding English 38. Demonstrates progress in speaking English Alignment 2011 by Teaching Strategies, Inc., www.teachingstrategies.com 19